-
UNITED STATES DEPARTMENT OF LABOR BUREAU OF LABOR
STATISTICSMartin P. Durkin, Secretary Ewan Clague, C o m m iss io n
er
in cooperation with VETERANS ADMINISTRATION
Occupational Outlook Series Bulletin No. 1131Digitized for
FRASER http://fraser.stlouisfed.org/ Federal Reserve Bank of St.
Louis
-
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
Employment Outlook For
TechniciansA Report on Draftsm en, Engineering Aids, Laboratory
Technicians, and Electronic Technicians
Bulletin No. 1131
UNITED STATES DEPARTMENT OF LABOR Martin P. Durkin,
Secretary
BUREAU OF LABOR STATISTICS
Ewan Clague, Com m issioner
in cooperation with VETERANS ADMINISTRATION
For sale by the Superintendent of Documents, U. S. Government
Printing Office, Washington 25, D. C. - Price 25 cents
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
Cover picture Technician operating vacuum distillation
equipment.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
Letter of Transmittal
U nited States D epartment of Labor,B ureau of Labor
Statistics,
Washington, D. C., April 15, 1953.The Secretary of Labor:
I have the honor to transmit herewith a report on the employment
outlook for technicians. This is one of a series of reports made
available through the Bureaus Occupational Outlook Service for use
in the vocational counseling of young people in school, veterans,
and others interested in selecting an occupation. The study was
financed largely by the Veterans Administration, and the report was
originally published as a Veterans Administration pamphlet for use
in vocational rehabilitation and education activities.
In view of the shortage of scientific manpower and the essential
contributions technicians make to the national defense and welfare,
it is important that information on employment opportunities in
these occupations be made available to young people possessing the
necessary aptitudes for and interest in such work.
This study was conducted in the Bureaus Division of Manpower and
Employment Statistics. The report was prepared by Howard Rosen
under the immediate supervision of Cora E. Taylor. Sylvia K.
Lawrence assisted in the library research. The Bureau wishes to
acknowledge generous assistance and cooperation from the various
organizations and individuals interested in the education and
employment of technicians.
E wan Clague, Commissioner.Hon. M artin P. D urkin,
Secretary of Labor.
mDigitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
ContentsPage
Introduction________________________________________________________________
1Nature of
work______________________________________________________________
1
Draftsmen______________________________________________________________
2Engineering
aids________________________________________________________
3Laboratory technicians and physical-science
aids___________________________ 4Electronic
technicians____________________________________________________
5Related technician
occupations______________________________________ 5
Where
employed____________________________________________________________
6Private
industry_________________________________________________________
6Federal
Government_____________________________________________________
7
How to become a
technician__________________________________________________
8Technical
institutes______________________________________________________
9Junior
colleges__________________________________________________________
10Training in
industry_____________________________________________________
10Other
training__________________________________________________________
11Entrance
requirements___________________________________________________
11Selection of
school_______________________________________________________
12Employment experience of technician
graduates___________________________ 12
Employment
prospects_______________________________________________________
14Past trends________________________________
14Outlook________________________________________________________________
14
Earnings____________________________________________________________________
18Private
industry_________________________________________________________
18
Draftsmen__________________________________________________________
18Laboratory assistants in the industrial chemicals
industry______________ 18Broadcasting engineers and
technicians________________________________ 19Technical institute
and junior college graduates________________________ 19
Federal
Government_____________________________________________________
20
TABLES
1. Employment of selected occupational groups in 102 industrial
chemical plantsin 6 regions, October
1951______________________________________________ 7
2. Distribution of personnel in selected technician occupations
in Federal Government, by agency, June 30,
1951_________________________________________ 8
3. Average straight-time weekly earnings for male draftsmen, in
selected metropolitan areas, June 1951-January
1952__________________________________ 19
4. Average weekly hours and earnings of selected full-time
employees in radio andtelevision stations with 15 or more
employees, October 1950_______________ 19
5. Percent distribution of 501 technical institute graduates, by
weekly salary,December
1950________________________________________________________ 20
6. Percent distribution by grade, and average annual salary of
Federal Governmentemployees in selected technician occupations,
June 30, 1951_______________ 20
CHART
Employment of technicians in industrial laboratories is rising
rapidly____________ 15
APPENDIXES
ASources of information on training
opportunities____________________________ 22BExamples of curricula
offered by schools training technicians________________
22CJob-cluster and promotion
sequence_______________________________________ 24DTechnical
occupations listed as critical_____________________________________
26ESamples of Federal civil service requirements for selected
technical occupations. 27
Photographs are by courtesy of Rochester Institute of
Technology, Capitol Radio Engineering Institute, Association of
Junior Colleges, General Foods Corporation, and U. S. Coast and
Geodetic Survey.
American
v
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
Employment Outlook for TechniciansIntroduction
Technicians who work with professional engineers and scientists
are a relatively new occupational group emerging from the growing
complexity of this country's industrial processes and the great
expansion in industrial research and development work. The past
half century has seen a tremendous increase in the application of
science and engineering to industrial and military problems. This
growing reliance on scientific principles and techniques has
resulted in a sharp increase in the employment of engineers,
chemists, and, more recently, physicists. In addition, an
increasing number of workers with a combination of basic scientific
knowledge and manual skill are being employed as assistants to
professional personnel. These workers, often referred to as
technicians, are the subject of this report.1
Technicians work as members of an engineering or scientific team
in research and production planning, and in designing,
constructing, and maintaining the materials and machines of our
mass- production economy. Approximately 2 years of post-high-school
training are needed usually. In addition to basic mathematics and
science, they must have specialized education in some branch of
engineering or other technical fields such as electricity or
industrial chemistry.
Some of the main technician occupations covered by this report
are those of the electronic technician, draftsman, laboratory
technician, physical-science aid, and engineering aid. It was not
possible to include in the present study all the many kinds of jobs
held by technicians. The report is concerned only with the types of
workers who work with engineers, physicists, and chemists.2
The current international crisis has greatly intensified
America's need for engineers and scientists. These professional
workers can improve their efficiency and increase their total
output by having technicians perform some of the more routine
tasks. Thus, technicians have an important part in strengthening
America's technical and military position. Demand for their
services has been rising sharply since the current defense program
began and will probably continue to mount in the near future.
Furthermore, the long-term outlook is for expansion in their
employment.
This report describes the nature of the work performed by
technicians and the fields in which they are employed. Information
is given also on how one can become a technician and on future
employment prospects. The concluding chapter summarizes the
available data on technicians' earnings.
Nature of Work
Technicians work alongside engineers and scientists in a great
variety of industries and at all stages of productionfrom the
origin of a product on the drawing board to its sale to the
customer. When a new product is being developed, draftsmen assist
the engineers in translating their design ideas into production. As
the time for actual production approaches, other technicians aid in
working out specifications regarding needed materials and methods
of manufacture. During
1 The occupations covered in this report fall within the
semiprofessional classification of the Dictionary of Occupational
Titles, vol. II, 2d ed. Codes assigned are in the 0-4. through 0-6.
series.
the production process, still other technically trained workers
serve as inspectors and supervisors. Furthermore, manufacturers
often depend on salesmen with a technical background to sell
machinery or other specialized products, especially if these are to
be used in industry. Though many technical salesmen have
professional engineering degrees, others with less professional
training often can sell equally well.
2 The medical field is another important area in which
technicians are employed. For information on medical laboratory
technicians, medical X-ray technicians, and dental hygienists, see
Occupational Outlook Handbook, Bureau of Labor Statistics Bulletin
No. 998, XI. S. Government Printing Office, Washington 25, D. C.,
1951.
1Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
2 EMPLOYMENT OUTLOOK FOR TECHNICIANS
Laboratory technicians assist scientists in research and
development work or perform functions related to production control
or testing. They may perform simple tests or do highly technical
analytical work depending on their training and experience. Some
technicians supervise other workers in a particular department of
the laboratory.
The work of technicians, whether in research or production,
varies greatly among industries and among plants in the same
industry. Even within a single plant, workers classed as
technicians may perform duties ranging from simple routine tasks to
those of a highly technical nature. Because of wide variation in
the types of work of technicians, it is difficult to give an
over-all description of the nature of their work. However, the
following definition, which applies particularly to the workers
closely associated with professional engineers (draftsmen, tool
designers, engineering aids, and assistants), seems to capture the
flavor of the work involved in many technician occupations.3
The technician is a person who works at a job which requires
applied technical knowledge and applied technical skill. His work,
in this respect, is somewhat akin to that of the engineer, but
usually the scope is narrower. His job also requires some
manipulative skillsthose necessary to handle properly the tools and
instruments needed to perform the technical tasks.
In his special field, he has considerable technical knowledge of
industrial processes, and in this field he knows how to apply the
necessary principles of the physical sciences and of mathematics.
In general, he uses instruments, in contrast with tools. His
contribution is mainly through mental effort, in contrast with
muscular exertion.
The job of the technician is not easy to define. On the one
hand, it has many of the characteristics of engineering, on the
other, many of the qualities associated with the skilled trades.
Some technician jobs lean toward the engineering type, jobs which
consist mainly of drafting, computations, and laboratory testing.
Others border on the skilled crafts, such as those which deal with
repair of mechanical or electrical equipment where much technical
knowhow* is demanded but which also require considerable manual
skill. It hardly seems practical to set up clearly defined
boundaries within which lie all technician jobs.
We also find great differences in the levels of jobs of
technician type. A job may be definitely technical in character,
yet be extremely limited in
3 Unpublished definition by Dr. Lynn A. Emerson, Director,
Instructional Materials Laboratory, New York State School of
Industrial and Labor Relations, Cornell University, Ithaca, N.
Y.
scope and of a repetitive type. Certain simple inspection jobs
are in this category. Yet other technician jobs may require a high
quality of technical knowledge and technical skill, such as
all-round tool and gage inspection, which requires the use of many
types of instruments.
The kinds of technical ability found in the various technician
jobs are of considerable variety. Some jobs emphasize analysis and
diagnosis. Some require visualization of drawings, or a flair for
creative design. Some demand a high degree of applied mathematical
ability. Some require a knowledge of practices in the skilled
trades, but not the ability to perform the skilled tasks. Some
require extensive understanding of industrial equipment and
processes. Sometimes the job involves supervisory responsibilities,
and combines skill in handling people with skill in dealing with
technological matters.
Although all jobs held by technicians who work with engineers
and scientists have some common characteristicsnotably, that they
require a knowledge and practical application of mathematics and
physical sciencethe nature of the work performed differs
considerably among occupations. The kind of work done by some of
the larger groups of technicians is described in the following
sections.
Draftsmen
Draftsmen prepare exact detailed drawings from sketches or
specifications furnished by engineers or designers. Their work
involves the use of small instruments such as compasses,
protractors, triangles, dividers, scales, T-squares, special
drafting pencils, and lettering pens. They may have to make
calculations not only with respect to the dimensions of an object
but also with respect to its weight and tensile strength.
Draftsmen use their knowledge of mathematics in these
calculations and in referring to engineering handbooks for
information on tolerances, tensile strength, gear ratios, typas of
threads, sizes of bolts, metal finishes and composition, and
related matters. They use descriptive geometry in portraying
objects in their correct relationships, according to distance and
size. In drawing plans for machine parts, a draftsman may also use
his knowledge of physics and engineering.
Most of the draftsmen in an engineering team are mechanical
draftsmen who specialize in the drawing of machines or parts.
Others are specialists in aeronautical, marine, electrical,
geological, topographical, and similar fields.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
NATURE OF WORK 3
Draftsman specialized in map making.
Draftsmen usually begin their careers as copyists or tracers. At
this level, their work is routine and requires relatively little
knowledge and skill. With additional experience and training,
workers may advance to detailers, junior draftsmen, senior
draftsmen, and chief draftsmen.
Engineering Aids
Engineering aids assist engineers in production planning and
research. In general they work under the supervision of an engineer
and perform specialized functions requiring less cultural and
theoretical training than is provided by a professional engineering
course. Their work usually
requires a knowledge of some specialized field for example,
electrical, mechanical, or some other branch of engineering, or an
industry such as petroleum, ship construction, or aircraft
manufacturing.
The aid may* assist the engineer in production planning by
designing and analyzing layouts. When production begins, he may
make tests, record data, make computations, work on production
methods, or check materials. He may also act as the liaison or
contact man between the engineering department and the drafting
department, tool room, and production department.
In the field of research, engineering aids perform tests with
regard to such matters as stress, strain,
239645 53-------2
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
4 EMPLOYMENT OUTLOOK FOR TECHNICIANS
motion, and impact. They may set up, calibrate, and operate
instruments such as revolution counters or torsion meters. They may
also test and calibrate electrical control devices employing
vacuum-tube circuits. And they may make calculations with respect
to weight, centers of gravity, and a variety of other problems.
Many of the jobs performed b}7 engineering aids require them to
make rough drawings. Two of their basic tools are slide rules, used
in making quick mathematical calculations, and micrometers, used in
making exact measurements.
Entry jobs for engineering aids often require only the
performance of routine tasks under close
supervision. With additional experience, the aids, because of
their technical background, may be given more responsible jobs
which require greater use of judgment. In the more advanced jobs,
they will usually be expected to make the fullest utilization of
their educational preparation by performing highly technical work
with a minimum of supervision.
Laboratory Technicians and Physical-Science Aids
These workers assist chemists, physicists, and engineers in
laboratories. Much of their work involves conducting routine tests
and recording the
Testing gelatin in a food products laboratory.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
NATURE OF WORK O
resultsoften in the form of reports, charts, or graphsfor
interpretation by the professional workers.
Laboratory technicians and physical-science aids must be
familiar with a wide range of testing equipment and apparatus such
as dilatometers, temperature control instruments, interferometers,
analytical balances, burettes, pipettes, centrifuges, and furnaces.
Technicians who assist physicists may prepare samples for
testingperforming tasks like marking, measuring, drying, and
weighing materials or items. Some of the more common tests are:
liquid limit, plastic limit, shrinkage limit, expansion and
contraction, tensile strength, and compression strength. Those
technicians who work with chemists may do both qualitative and
quantitative chemical analyses. Some of the common analyses are:
analysis of steel for carbon phosphorous and sulphur content,
analysis of oil for viscosity and flash point, and mineral analysis
of water for amount of silicia, iron, and calcium present.
Laboratory technicians and physical-science aids may, like the
engineering aids, begin their work in routine jobs and advance to
positions of greater responsibility after they have acquired
additional experience and demonstrated their ability to work
without close supervision.
Electronic Technicians
The electronic technicians considered within the scope of this
report have a background of electronic theory, physical science,
and mathematics which enables them to perform jobs above the
routine operating, maintenance, and repair level. Their work
usually requires them to make practical application of their
theoretical knowledge. The practical part of their job may call for
the use of such basic tools as pliers, screw drivers, wrenches,
soldering irons, and metal punches, whereas the theoretical part of
their job may call for the use, understanding, and interpretation
of results obtained from instruments such as oscilloscopes, signal
generators, ohmmeters, ammeters, voltmeters, multitesters, and
Q-meters. Their work often calls for a combination of manual skills
in handling simple tools and a knowledge of complex testing
equipment. They must be able to read and interpret layout and other
diagrams, use mathematical formulas for circuit work, and wire
intricate electronic units.The electronic technicians working in
labora
tories construct, test, install, modify, operate, and under
certain conditions, design experimental electronic apparatus. They
may be called upon to offer ideas and suggestions, devise practical
solutions to problems of design, select suitable materials and
methods of construction, evaluate the operating characteristics of
the equipment, and in other ways contribute to the research and
development process.
In industry, electronic technicians may perform trouble-shooting
functions or do the more complicated types of testing and
inspection work. An important function of electronic technicians
associated with production is the building of testing equipment.
They apply their technical knowledge principally to communications
equipment. Some of the devices with which electronic technicians
work are in radio, television, facsimile, and telephony operations.
The more specialized applications in the field include radar,
sonar, radio navigational equipment, and radiosonde.
Related Technician Occupations
In addition to the occupations described above, a wide range of
related jobs are open to persons trained as technicians. For
example, persons trained as electronic technicians can often
qualify also as broadcasting engineers and technicians in the radio
and television industry, or as inspectors, draftsmen, or estimators
in the electric light and power or telephone and telegraph
industries.4 Technicians can move not only from one industry to
another, but into many different jobs within the same industry. A
list of related jobs into which technicians with the same basic
training may move is given in appendix C (p. 24).
The wide range of jobs open to technicians is illustrated by the
following list of occupations, requiring vocational-technical
training, found on the payrolls of four industries.5
Air transportation: engineering assistant, flight engineer,
instrument technician, and technical assistant.
4 Further information on many related occupations and industries
may be found in the Occupational Outlook publications listed at the
end of this bulletin.
5 Vocational Technical Training for Industrial Occupations,
Vocational Division Bulletin No. 228, U. S. Office of Education,
Federal Security Agency, Washington, D. C., U. S. Government
Printing Office, 1944.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
6 EMPLOYMENT OUTLOOK FOR TECHNICIANS
Aircraft manufacturing: time study analyst, tool designer,
engineering draftsman, engineering technician, laboratory
technician, and junior aerodynamics engineer.6
Automobile manufacturing: chemical analyst, die designer,
dynamometer technician, experimental technician, chemical
laboratory assistant, physics laboratory assistant, metallurgical
technician, and production supervisor.
Communications equipment manufacturing: de- tailer draftsman,
engineering assistant, instrument
maker, material specification writer, production supervisor, and
test maintenance man.
Some of the job titles listed above, as well as many others used
by employers in referring to technicians, do not accurately
describe the duties performed nor the requirements for a job.
Furthermore, job titles overlap and differ greatly among companies.
Trained technicians doing the same type of work may be given titles
as engineering aid, junior engineer, physical-science aid, or
laboratory assistant.7
W here Employed
Private Industry
Technicians are employed in a wide range of industries, in both
large and small companies. In general, large companies employing
many engineers and scientists are the greatest source of employment
for technicians. Technicians, however, are used also by smaller
establishments, when the technology of the industry makes it
advantageous to employ them.
The variety of industries in which technicians find jobs is
indicated by a study of selected establishments in the following 22
industries:8Air transportation Aircraft manufacturing Automobile
manufacturing Building construction Com m unications equip
ment manufacturing Electric power production
and distribution Electrical equipment man
ufacturingHydroelectric development Industrial chemistry
Industrial electronics Iron and steel production Lumbering and wood
proc
essing
Machine tool manufacturing
Metal miningMetal products manufac
turingOil refiningPetroleum and butadiene
productionPulp and paper manufac
turingRail transportationShipbuildingTelegraph and telephone
communications serviceTextile and garment man
ufacturing
ent job titles referring to positions requiring
vocational-technical training were listed on the payrolls of the
companies surveyed.
Widespread employment of technicians is also indicated by
studies made in New York, California, Texas, and Louisiana.
According to a 1945-46 survey in New York City and up-State New
York, an estimated total of about 25,000 technicians were employed
in the metal products manufacturing industries, 10,000 in printing,
6,000 in electric light and power, and 5,000 in the chemical
manufacturing industries.9 Other industries employing more than a
thousand technicians at the time of the New York survey were
optical goods manufacturing; subway and water transportation;
construction; and steel, paper, and aircraft manufacturing. A 1950
California study indicated that aircraft manufacturers and utility
companies employed many of these workers.10 Similarly, a 1951
survey in the Dallas-Fort Worth area disclosed many technicians
employed by five companies engaged in the manufacture of airplanes,
airplane engines, aircraft parts, and guided missiles.11 In
Louisiana, a significant number of technicians were employed in
each of the following eight manufacturing industries, according to
a 1950 study.12
All these industries were found to employ technicians.
Altogether, several hundred differ
6 This payroll designation, like all others in the list,
referred to a job not requiring 4-year college training.
7 In an effort to standardize the terminology used in referring
to persons performing technician-type jobs, the Technical Institute
Division of the American Society for Engineering Education recently
adopted a resolution to advocate use of the title engineering
technician.
8 See footnote 5.
9 Beach, C. Kenneth and Associates, Technical Occupations in the
State of New York, The University of the State of New York, the
State Education Department, Albany, March 30,1946, pt. IV, p. 6,
and pt. V, p. 6.
70 Rodes, Harold P., A Report on a Preliminary Survey of the
Needs of California Industries and Governmental Agencies for
Personnel with Training of Technical Institute Type (mimeographed),
University of California, Los Angeles, 1950.
71 Regional Defense Manpower Administration, Report of Training
Need Survey and CostsEngineering and Subprofessional, Dallas-Fort
Worth area, September 1951.
12 Hampton, Thomas Edgar, A Study of Technical Occupations in
Louisiana Industry, Department of Commerce and Industry, State of
Louisiana, 1950.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
WHERE EMPLOYED 7
Chemical and allied products
Petroleum and coal products
Sawmills and planing mills Paper and allied products
Printing, publishing, and allied products
Ship- and boatbuilding and repair
Rice cleaning and polishing Malt liquors
The two industries employing the largest numbers of technicians
were those producing chemical and allied products and petroleum and
coal products.
The fact that companies manufacturing aircraft engines depend on
technicians to assist their engineers and scientists is also
indicated by data received in the early part of 1952. Technicians
constituted 3.6 percent of the 65,851 employees of the 6 reporting
companies. Professional personnel consisting mainly of physicists,
mathematicians, engineers, and chemists, represented about the same
proportion (3.8 percent) of the total number of workers.
The use of technicians in chemical production varies
considerably with the type of plant or product. However, in 102
industrial chemical plants manufacturing a variety of products 3.6
percent of all the employees were draftsmen and laboratory
assistants, according to a 1951 survey (table 1). In these plants
there were, on the average, 10 laboratory assistants for every 28
professional workers.T a b l e 1. Employment of selected
occupational groups in
102 industrial chemical plants in 6 regions, October 19511
Occupational group Number Percent
All employees_________________________ 79, 751 100.0
Professional employees_______________________ 2 6,209
7.8Laboratory assistants________ _______________ 3 2, 242 2.8
676 .8All other employees_________________________ 70, 624
88.6
1 Data for the following regions: Southwest, Border States, New
England, Southeast, Pacific, and Middle Atlantic.
2 Includes 65 women chemists.3 Includes 463 women.Source:
Unpublished data of U. S. Department of Labor, Bureau of Labor
Statistics.
Although technicians are to be found in many different
departments of factories, a large number are employed in
laboratories. In 1950, more than 40,000 technicians were in the
Nations industrial research laboratories (see chart). These
technicians carried on research and testing activities, thus
enabling the professional scientists to devote more of their time
to work requiring greater
Operating a vacuum evaporator in an industrial chemistry
laboratory.
scientific training. For every 17 professional workers an
average of 10 technicians were employed in the industrial
laboratories.
Federal Government
The Federal Government is an important employer of technicians
in times of both peace and emergency. Most Government technicians
of the types covered in this report are in jobs classified in the
following categories or series: engineering aid, engineering
drafting, surveying and cartography, physical-science aid, and
electronic technician. The jobs in each of these categories are
classified according to grade level. The lower grade jobs may be
entered by persons without post-high-school education.13
Furthermore, some of the highest grade jobs are primarily
administrative rather than technical.14 On the other hand, some
occupations in the Government which are not included in table 2 are
open to persons with training and experience as technicians; such
occupations are chiefly classified with various mechanics groups
and are not easily identified.
13 See appendix E for Civil Service requirements for some
technician occupations. Further information on job qualifications
and procedures in applying for Government positions may be obtained
from the U. S. Civil Service Commission, Washington 25, D. C., and
from State and local governments.
For the distribution of Federal Government employees by grade
level, see table 6, p. 20.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
8 EMPLOYMENT OUTLOOK FOR TECHNICIANS
T a b l e 2 .Distribution of personnel in selected technician
occupations in Federal Government, by agency, June 30, 1951
Agency
Total, selected occupations Percent distribution of workers in
jobs classified in
Number Percent Engineering aid series *Surveying
and cartography series2
Engineering drafting series3
Physical- science aid
series *
Electronic technician
series 5
Total. ______________________________________ 28,436 100.0 100.0
100.0 100.0 100.0 100.0
Army_____________________________________________ 8,793 31.0
32.3 36.1 33.9 24.0 17.5N
avy_____________________________________________ 6,417 22.6 16.8
9.6 38.3 23.4 26.9Interior.............. ..................
---------------------------------- 4,727 16.6 26.0 18.2 8.4 13.1
.4Commerce_________________________________________ 3,092 10.9 5.0
16.3 3.4 10.0 45.3Air Force____ __________________
__________________ 1,813 6.4 4.1 14.6 8.6 1.7
2.3Agriculture-------------------------------------------------------------
1,534 5.4 8.7 3.4 1.5 7.1 2.6Tennessee Valley Authority________ _ .
_________ 623 2.2 3.7 1.4 1.5 1.5Federal Security
Agency____________________________ 213 .7 1.0 .1 .1 2.9
.3State__________ ______ _________ _________________ - 180 .6 .5 .1
.1 4.0Treasury__________________________________ ______ 109 .4 (6)
.5 2.2Veterans Administration________ _______ __________ 69 .2 .2
.4 .5 .1Atomic Energy Commission________________________ 48 .2 .2
.3 .2 . 1Justice. __________________________________________ 40 .1
.1 (6) .8 .1General Services Administration. __________________ 36
.1 .1 .3 .2All other agencies.............................
.................... .................... 742 2.6 1.3 .2 2.7 12.4
.4
1 Includes engineering aid and student-aid trainee.2 Includes
cartographer, cartographic aid, and student-aid trainee.3 Includes
draftsman (patent) and engineering draftsman.< Includes
scientific aid (cotton), scientific aid (nautical), student-aid
trainee, computer, and physical-science aid.6 Includes electronic
technician and laboratory electronic mechanic.6 Less than 0.05
percent.Source: Bureau of Labor Statistics and Civil Service
Commission, BLS Bulletin No. 1117, Federal White-Collar Workers,
Their Occupations and
Salaries, June 1951, in process.
As of June 30, 1951, the Federal Government had 28,436 employees
in the 5 selected technician groups (table 2). About 17,000 or 60
percent of these technicians were working in the Department of
Defensein the Army, Navy, and Air Force.
The Department of the Interior was the largest employer of
technicians among the civilian agencies, with the Departments of
Commerce and Agriculture ranking next.
The Department of the Army employed more than 32 percent of the
workers in jobs classed in the engineering aid series, and the
Department of the Interior was the second largest employer of these
workers. More than 50 percent of the persons in surveying and
cartography jobs15 were working
for the Departments of the Army and the Interior. The Department
of the Navy was the largest employer of workers in engineering
drafting jobs; the Army and Navy together employed over 72 percent
of these workers. The Departments of Commerce, the Interior, Army,
and Navy had more than 70 percent of the physical-science aids on
their payrolls. Of the electronic technician group, 45 percent were
employed chiefly in the Department of Commerce, where large numbers
are needed by the Civil Aeronautics Administration and the National
Bureau of Standards. The research laboratories and other units of
the Department of the Navy employed over one-fourth of the
electronic technicians.
How To Becom e a Technician
Not all persons who work as technicians are specifically trained
for their occupations. Engineering college dropouts, graduates and
dropouts of liberal arts colleges, and other persons who have
received some post-high-school education often take technical
positions. Some workers qualify as technicians through experience
only. Young
For a detailed description of the field of cartography in the
Federal Government, see Cartographic Work in the Federal Civil
Service, Pamphlet No. 40, U. S. Civil Service Commission,
Washington, D . C., February 1950.
men and women who wish to prepare specifically for careers as
technicians can, however, obtain formal education for this work
from at least eight sources; namely, technical institutes, junior
colleges, extension divisions of universities, colleges offering
2-year special programs, technical high schools, training programs
operated by industry and business, correspondence schools, and
vocational-technical training given by trade schools, primarily in
their evening classes.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
HOW TO BECOME A TECHNICIAN 9
Technicians need a good basic knowledge of mathematics and
science.
The type of education given prospective technicians is often
described as vocational-technical, i. e., vocational in objective
and technical in content. The education is designed to enable the
technician to become productive immediately upon entering industry;
it is expected that only a minimum of on-tlie-job training will be
necessary to make him useful to his employer. Schools preparing
students for technician jobs give courses in applied science,
applied mathematics, and applied engineering, with subject-matter
related to the practical problems students will face on the job
(for examples of curricula, see appendix B). Students are also
taught basic skills in the use of instruments, machinery, and
tools. This training, however, is designed to familiarize the
student with equipment rather than to develop manual skill. In
contrast to the skilled craftsman whose job depends primarily upon
his manipulative ability, a technician often uses instruments and
machinery merely as an aid in applying his scientific knowledge to
a particular problem.
A brief discussion of some of the types of educational
institutions and other sources where young people can obtain
training as technicians follows.
Technical Institutes
These schools offer 1, 2, or 3 years of training above the
high-school level, 2 years being the most usual training
period.
The programs of technical institutes are specifically designed
to give prospective technicians a vocational-technical background.
A student is prepared for some specific job or cluster of related
jobs. In general the student receives less theoretical and general
education than is provided by 4- year engineering and academic
colleges.
Some schools offer cooperative programs, under which a student
spends part of his time in school and part in employment related to
the occupation for which he is preparing himself. It may take more
than 2 years to complete the course at the technical institute with
a cooperative program, but this type of program gives students
valuable experience in industrial situations, which often outweighs
the disadvantage of a longer training period. In addition, students
participating in cooperative plans are able to pay for at least a
part of their educational expenses from income derived from their
work.
Most technical institutes conduct both day and evening sessions.
Evening classes are of particular importance to students who, for
financial reasons, must have full-time jobs. Often, employed
workers can up-grade themselves to higher level technician jobs or
obtain sufficient training to shift from one field of work to a
technicians job by attending evening classes. Almost half of all
the students attending technical institutes in 1951 were enrolled
in evening and special courses.
Some technical institutes offer associate degrees which signify
that the student has completed at least 2 years of college-level
work. However, if a prospective student desires eventually to
obtain a degree from a 4-year college, he should investigate in
advance whether his technical institute credits are transferable to
the college of his choice. Although some colleges will give full
credit for work taken at technical institutes, others will give
either partial or no credit.
The amount of general education offered at technical institutes
varies greatly. Some schools offer intensive training for technical
occupations but almost no general education, whereas other schools
require their students to devote as much as 25 percent of their
time to such courses as English and history, and 75 percent to
specific courses in their vocational field. In selecting a school,
the advantages and disadvantages of both types of
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
10 EMPLOYMENT OUTLOOK FOR TECHNICIANS
curricula must be considered by the prospective student in the
light of his future needs as a citizen and a worker.
The direct method of teaching used in many technical institutes
does not emphasize homework and book study as much as academic
colleges. In many cases, the emphasis is on teaching job techniques
rather than theory. To familiarize the students with instruments
and equipment found in industry, considerable laboratory work is
required. However, manual skills are not stressed as much as in
vocational schools which prepare students for skilled jobs.
Technical institutes offering similar programs are operated
under a variety of types of control which may be categorized as
State and municipal, privately endowed, extension divisions of
colleges and universities, proprietary, and YMCA schools.
Altogether, there were about 64 technical institutes with a total
of more than 46,000 students in 1951-52.16
Eleven 2-year institutes in New York, a leading State in the
education of technicians, offer a wide choice of curricula under
the auspices of the State University. There is no tuition charge to
residents of New York State. The schools are strategically located
throughout the State, for the convenience of both students and
industry. A close working relationship exists between the schools
and local advisory groups who examine the curricula and make
suggestions affecting the preparation of students for technical
occupations. In October 1951, 7,333 students were enrolled in the
11 New York State technical institutes; about 3,150 of these
students were preparing for work as technicians of the types
covered in this report. This latter figure included students
enrolled for technical study in chemistry, electricity, industrial
instrumentation, metallurgy, aircraft instruments, construction,
and many other occupational fields open to the technician. The New
York State institutes, like many other schools, prepare students
for job clusters. This type of preparation enables graduates to
qualify for a wide range of jobs (appendix C). All graduates of
these institutes are awarded the associate in applied science
degree.
10 Smith, Leo F., Annual Survey of Technical Institutes,
1951-52, Technical Education News, vol. XL, No. 4, June 1952.
17 A list of junior colleges offering technician training is
available from the American Association of Junior Colleges, 1785
Massachusetts Avenue, NW ., Washington 6, D . C.
Junior Colleges
Some of the approximately 500 junior or community colleges in
the country also prepare students for technician occupations in
industry and Government.17 These schools usually offer 2 years of
post-high-school education. I t is common practice to award the
degree of associate in arts upon completion of the 2-year
program.
Not all junior colleges are equipped to give technical training
of the type described in this report, nor do most of them consider
this their primary purpose. Many of them do not have the shop and
laboratory facilities required for thorough technical training.
Furthermore, in contrast with the technical institutes which
concentrate upon terminal education (after which the student is not
ordinarily expected to take advanced work elsewhere), junior
colleges also give academic courses equivalent to those offered in
the freshman and sophomore years of 4-year colleges, so that
students can begin with the junior year in such colleges.
Junior college courses in technical fields are usually planned
around the employment needs of the industries in the community
where the college is located. The training programs for prospective
technicians therefore vary and may be highly specialized. In some
cases, the courses are designed to meet the specifications of one
or two industries or even of a single plant. For example, in
California, where the junior college movement has made great
progress, several of the colleges in the southern part of the State
offer technical training for jobs in the aircraft industry
(appendix B).
Many junior colleges are important adult education centers and
offer extensive part-time courses at night. Through appropriate
courses at junior colleges, as at technical institutes, workers may
prepare themselves for higher grade jobs. Adult and special
students accounted for more than half the total enrollment in
junior colleges in 1950-51.18
Training in Industry
Some large corporations conduct training programs for
technicians. This type of training is primarily technical and
rarely includes any general studies. Instruction is given either
through formal classes or through training on the job.
is American Association of Junior Colleges, Junior College
Directory, 19
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
HOW TO BECOME A TECHNICIAN 11
Workers who receive their training on the job only- do not
usually get as much theory as those who receive classroom
instruction.
Other employers who do not have training programs but are aware
of the need for technically trained workers often encourage their
employees to attend classes in local schools. Employers sometimes
ask the schools to arrange special educational programs which will
expand the technical background of their employees. Some large
corporations reimburse their employees for tuition after they have
completed the course satisfactorily. The workers are usually
expected to take courses directly related to their work assignment,
and are often allowed to attend classes on the employers time.
Other Training
Training for some occupations in the technician category may be
obtained through a formal apprenticeship lasting more than 2 years.
Occupations of which this is true include those of tool and die
designer and draftsman. Supplementary education in mathematics and
science may be necessary in some cases. Persons interested in
apprentice training can obtain further information from the local
office of their State Employment Service, directly from employers,
or from the local labor union concerned with the occupation they
wish to learn (appendix A). High-school graduates are given
preference for openings. During normal times, the age of
apprentices at the start of training is generally from 17 to 22
years. However, World War II veterans who were older have been
admitted for training.
Although most of the jobs considered in this report require
post-high-school education or the equivalent in experience, a few
technical high schools offer programs which qualify their graduates
for entry jobs as technicians. These high schools have high
admission requirements and offer more thorough and advanced courses
in mathematics, science, drawing, and laboratory work than either
an academic high school or a vocational school. Some schools have
evening programs which may be organized as formal technical
programs to prepare technicians or which may merely consist of
selected subjects for a particular area of work. These programs,
like other evening courses, appeal especially to employed persons
who wish to
239645 53--------3
improve their job status by acquiring a technical background.
Other technical high schools give an additional year of schooling
above the regular fourth year. This extra year is at the
vocational- technical level and is offered to students who are
interested in becoming technicians.
Laboratory technicians must be familiar with a variety of
equipment.
Correspondence schools and home study courses constitute
additional sources of preparation for technicians. Persons who wish
to learn more about their jobs or who wish to advance to a better
job in the same field derive the most benefit from such courses.
But those who do not have considerable theoretical background in
mathematics and science and do not understand their practical
application may find these courses of limited value in preparing
for technician positions. Success in such courses depends greatly
on the ability of the student to study by himself without the
benefit of an instructor or of laboratory equipment. Furthermore,
the quality and extent of the courses offered by correspondence
schools vary greatly.
Entrance Requirements
The entrance requirements of most schools specializing in
education for technician jobs are not as rigid or standardized as
those of 4-year colleges. A study of the entrance requirements
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
12 EMPLOYMENT OUTLOOK FOR TECHNICIANS
of 20 technical institutes indicated that all these schools
preferred high-school graduates.19 Eight of them, however, would
admit students who could show the equivalent of a full high-school
course, and another eight schools would admit persons without a
high-school diploma if they satisfied age requirements, could pass
special examinations, or could demonstrate that they were adult,
mature individuals.
A study of the entrance requirements of 88 junior colleges, not
affiliated with 4-year colleges, showed that more than 93 percent
preferred their applicants to be high-school graduates. Seventy-
one schools, however, would admit nongraduates if they could meet
one of the following requirements: Be over 18 years of age, pass
entrance examinations, or indicate that they would profit by
training offered.
An examination of the entrance requirements of thirty-five
4-year colleges with technical institute or junior college
divisions indicated that the majority preferred their applicants be
high-school graduates. However, more than half the schools would
admit applicants without high-school diplomas if the applicants
were above specified ages, could demonstrate their ability to
perform work above the high-school level, or were veterans.
The flexible entrance requirements of many of the schools
offering education to prospective technicians make possible a
career in the technical field for many persons who could not gain
admission to regular 4-year colleges. At the same time, young
people should realize that the technical and scientific courses in
many of these schools are of college level. For all the occupations
considered in this report, basic training in mathematics and
science is essential, and students who expect to prepare for the
technician field should, therefore, obtain a good background in
these subjects in high school.
19 References to admission requirements and length of training
are based upon an examination by the Bureau of Labor Statistics in
February 1952 of143 catalogues of educational institutions offering
post-high-school vocational technical programs of less than 4
years. The schools included 88 juniorcolleges, 20 technical
institutes, and 35 degree-granting institutions having2-year
programs which prepared students for immediate employment as
semiprofessional workers. Curricula were examined which would
primarily apply to the preparation of technicians who could assist
engineers, chemists, and physicists in industry and government.
Such courses as those in medical and health service, agriculture,
photography, homemaking fields, skilled trades, and maintenance and
repair work were excluded from this study. The 143 institutions
whose catalogues were reviewed offered training in 291
vocational-technical subject fields.
Selection of School
Although most schools in the field of vocational- technical
education try to give their students good technical preparation,
other institutions seem to have been created primarily for the
personal profit of the proprietors. Through misleading
advertisements and misrepresentation, dishonest technical,
vocational, and correspondence schools have fooled students into
believing that the educational background necessary to qualify for
the job of a technician could be gained through shortcut
methods.
The abuses found in the area of technical and vocational
training have been examined by agencies of the Federal Government
and Congress. A congressional committee investigating all
educational training under the GI bill for veterans of World War II
concluded: There was a rapid uncontrolled expansion of private
profit schools during the first several years of the veterans
training programs. Many of these schools were without educational
background and experience and offered training of doubtful quality.
20 * *
A student seeking a technical education should use more than
ordinary care in selecting a school. (See appendix A for sources of
information on schools.) If possible, information should be secured
about State accreditation, professional recognition, the length of
time the school has been in operation, instructional facilities,
faculty qualifications, and the success of the schools graduates.
Above all, a student should realize that there is no quick and easy
method of acquiring the background in mathematics, chemistry, and
other physical sciences which will enable him to qualify as a
technician.
Employment Experience of Technician Graduates
As has already been indicated, technicians obtain their
education from widely differing sources. This naturally raises a
question as to the types of jobs in which the various students find
employment. A wide range of jobs are available, according to the
follow-up studies of their graduates made by some of the training
institutions.
2 U. S. Congress, House of Representatives, House Select
Committee to Investigate Educational, Training, and Loan Guaranty
Programs Under GI Bill, 82d Cong., H. Rept. No. 1375, U. S.
Government Printing Office, Washington, D . C., 1952, p. 3.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
HOW TO BECOME A TECHNICIAN 13
The short- and long-term studies made by a privately endowed
technical institute provide information concerning the
opportunities for employment and advancement of its graduates.21 A
survey of the mechanical department graduates, including only those
who were out of school 5 or more years, showed that only percent of
the graduates were employed in fields unrelated to those for which
they had been trained. The following list of jobs serves as an
example of the types of employment found by the graduates of the
mechanical department. They were working as draftsman, tool
designer, machine designer, instrument maker, tool and die maker,
production planner, inspector, mechanical engineer, engineering
salesman, and foreman.
Those persons who graduated from the electrical department
between 1925 and 1947 were working as technical salesman,
administrator, engineer, circuit engineer, technician, power plant
and substation operator, electrician, and inspector and tester.
Some of the graduates of the chemistry department from 1927-48
were employed as apprentice draftsman, processing assistant,
assistant foreman, tester, laboratory technician and assistant,
junior chemist, and chemist.
Placement surveys by the New York State technical institutes
showed that their recent graduates have taken jobs in industry as
architectural draftsman, construction estimator and layout man,
research assistant, control chemist, instrument mechanic and
tester, laboratory technician, sales engineer, purchasing agent,
junior engineering aid, and technical assistant to metallurgists.22
The same surveys also indicate that an extremely high percentage of
the graduates are employed in the specific fields for which they
were prepared. Because the New York State schools have been in
existence only a short time, it is impossible to know how far their
graduates will advance eventually.
Another technical institute offering courses in all technical
branches of radio and television communication examined the job
placements of its advanced technology graduates for the school year
1949-50. Of the graduates available for
21 Unpublished reports, Rochester Institute of Technology,
Rochester, N. Y.
22 State University of New York, Long Island Agricultural and
Technical Institute, Report on Placement and Progress of Graduates,
Industrial- Technical Division, Farmingdale, N. Y 1951; Buffalo
Technical Institute, Technical Careers in Eight Fields, Buffalo, N.
Y., 1951.
Electronic technician checking vertical sweep voltage generator
in television receiver.
placement, more than 98 percent were employed. The following is
a partial list of the jobs obtained by the graduates of the
advanced course. The titles were given by the employers.23
Position Total employed
Jun io r engineer________________________________ 13L aboratory
technician_________________________ 55In s tru c to
r_____________________________________ 14T ransm itte r engineer
(radio)___________________ 19Television technician (p
roduction)______________ 36Television final te s te r (p roduction
)_____________ 11
An eastern junior college studied the work careers of its
graduates and reported that they secured jobs specifically related
to their education, such as field service engineer, draftsman
(design), junior engineer, designer, shop superintendent, and
production manager.24 The schools survey revealed that, within 5
years after graduation, 64 percent of the graduates held
technical-professional, supervisory, or executive positions related
to their education; and 82 percent of those who graduated 10 or
more years earlier were holding such positions.
These studies of the types of jobs obtained by those who have
technical training indicate a wide range of occupational
opportunity for technicians. Graduates of vocational-technical
educational programs have a good chance to obtain employment in the
occupations of their choice.
23 RCA Institutes Inc., Report on Job Placement of Graduates for
School Year 1949-1950, New York, N. Y., p. 6.
24 New Haven YMCA Junior College, Our Graduates and What They
DoA Follow-Up Study, New Haven, Conn., March 1947.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
14 EMPLOYMENT OUTLOOK FOR TECHNICIANS
Employment Prospects
The short-run outlook is good for well-trained technicians, and
employment of technicians will probably tend to rise over the long
run. Use of technicians has increased sharply since the outbreak of
hostilities in Korea, as it did during World War II. In both these
periods, a great expansion occurred in research and development
activity and in types of production which employ the largest number
of engineers. This has led to an acute shortage of engineers and
scientists and, therefore, to an increased demand for technicians
who can handle the more routine tasks thus enabling the
professional personnel to concentrate on more advanced aspects of
the work. Because a continued shortage of engineers and scientists
is expected during the next several years, the demand for
technicians will probably remain high, and the prospect is that not
enough well-trained people will be available to meet this need. The
general advance of scientific knowledge and of its pract ical
application to industry should further expand the employment of
technicians over the long run.
Past Trends
Employment of technicians has increased markedly over the past
four decades.
Among the technicians allied with engineers and scientists,
draftsmen were the first group to become established as a separate
occupation, and they still outnumber every other group of
technicians. The number of draftsmen in the country rose from
12,000 in 1910 to 88,000 in 1940. In addition, the 1940 Census
included 67,000 laboratory technicians and assistants and 8,000
technicians of other types, but in both these groups there were
large numbers of workers (for example, medical technicians) not
covered by this report. Before 1940, these occupations were not
considered important enough to be reported separately by the
Census.
A further sharp increase in employment of technicians has taken
place since 1940. One reason for this conclusion is the rise in the
number of employed professional engineers (from 245,000 in 1940 to
more than 400,000 in 1952). Employment of chemists, the largest
group of natural scientists; likewise increased greatly (from
55,000 in 1940 to nearly 100,000 in 1952). It is probable
that the number of technicians working with these engineers and
scientists also has increased rapidly, although no nationwide
statistics are yet available on the number in the field since 1940
nor on the average number of technicians employed per engineer or
scientist.25
The best evidence of the increasing use of technicians during
the last decade is from the National Research Council's Directories
of Industrial Research Laboratories. (See chart.) These studies
show a greater relative growth from 1940 to 1950 in employment of
technical workers than of professional personnel or in the total
staff of industrial research laboratories. Over the decade, the
number of technical workers in these laboratories increased by
nearly 150 percent (from 16,400 to 40,800), whereas professional
personnel increased only 93 percent (from 36,550 to 70,570) and the
total number of laboratory workers rose by 136 percent (from 70,000
to 165,000). One technical worker was employed for every 2.2
professional workers in 1940, but the ratio was 1 to 1.7 by 1950.
Most of the rise in employment of technicians occurred during the
World War II period, from 1940 to 1946. In the last 4 years of the
decade, employment of technicians increased by only 18 percent
(compared with an increase of 111 percent from 1940 to 1946) and
professional personnel increased 30 percent (compared with a
49-percent increase over the earlier period).
Outlook
The need for engineers, scientists, and other persons with
technical knowledge and specialized skills is great as a result of
defense activities and
25 Several studies have been made by different organizations of
the relative numbers of technicians, engineers, and scientists
employed in certain industries. These studies indicate an extremely
wide variation in the ratio of technicians to engineers and
scientists, due in part to the lack of uniform definitions of
technical and other related jobs. The ratio was found to vary from
20 technicians for each engineer to 1.7 per engineer in different
industries. It also differed considerably among plants in the same
industry. The studies examined include the following:
Wickenden, W. E. and Spahr, R. H., A Study of Technical
Institutes, Society for the Promotion of Engineering Education,
Lancaster, Pa., The Lancaster Press, 1931.
Federal Security Agency, U. S. Office of Education, Vocational-
Technical Training for Industrial Occupations, Report of the
Consulting Committee on Vocational-Technical Training Appointed by
the U. S. Commissioner of Education, U. S. Government Printing
Office, Washington, D. C., 1944 (Vocational Division Bulletin No.
228).
Anthony, Robert N ., Selected Operating Data for Industrial
Research Laboratories, Harvard Business School, Division of
Research, Boston, Mass., 1951.
Hampton, Thomas Edgar, A Survey of Technical Occupations in
Louisiana Industry, Department of Commerce and Industry, State of
Louisiana, 1950.
Beach, C. Kenneth and Associates, Technical Occupations in the
State of New York, State Education Department, Albany, N . Y .,
1946.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
EMPLOYMENT PROSPECTS 15
EMPLOYMENT OF TECHNICIANS IN INDUSTRIAL LABORATORIES IS RISING
RAPIDLY
UNITED STATES. DEPARTMENT OF LABOR BUREAU OF LABOR
STATISTICS
Source: Notional Research Council, National Academy of Sciences,
Industrial Research Laboratories of the United States.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
16 EMPLOYMENT OUTLOOK FOR TECHNICIANS
the generally high level of production in late 1952. The heavy
demand for such personnel has created shortages of technicians in
some fields and is expected to bring increasing employment
opportunities for all technicians as long as the mobilization
program continues.
An indication of the shortage of certain types of technicians is
the inclusion of three typeselectronic technicians, tool and die
designers, and design engineer draftsmenin the List of Critical
Occupations issued by the United States Department of Labor. (See
appendix D.) Workers in occupations on the List may receive special
consideration in connection with military deferments if they are
employed in essential industries or activities.
The current shortage of experienced mechanical draftsmen is
evidenced by numerous listings in the help wanted sections of
newspapers, especially those in large industrial cities. The United
States Employment Service of the Department of Labor also lists
draftsmen among the occupations in short supply in some localities.
The demand for draftsmen began to increase shortly after the
outbreak of hostilities in Korea. From July 1950 to March 1952, the
number of draftsman jobs for which an effort was made to recruit
workers outside the local labor market rose from about 150 to more
than 3,000. This latter figure by no means represents the total
number of openings for draftsmen because not all employers report
their job needs to the United States Employment Service and its
Making precision measurements on a crankshaft in a quality
control laboratory.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
EMPLOYMENT PROSPECTS 17
affiliated State employment services. The figures do, however,
indicate a continually rising demand for draftsmen.
In addition to recruiting experienced draftsmen, some employers
are instituting their own programs to train urgently needed
draftsmen for their engineering departments. The aircraft and
electronics industries are making special efforts to secure
draftsmen. At least one large aircraft company has been advertising
for student draftsmen whom it will pay while they are learning.26
Although some companies will hire inexperienced draftsmen, the
greatest demand is for mechanical draftsmen who have had experience
in particular industries. Women are in demand for many types of
drafting jobs, employment experience during World War II showed
women to be well suited to drafting work in many industries.27
Current announcements by the United States Civil Service
Commission of job opportunities emphasize the Federal Governments
need for additional technicians. In May 1952, the Commission listed
engineering aid, engineering draftsman, junior scientist, tool
designer, electronic equipment repairer, and electronic mechanic
among the personnel for whom there was urgent need in specified
localities.28
The demand for technicians will probably be great as long as the
defense program continues. Because shortages of engineers,
chemists, physicists, and other scientific personnel are expected
to continue for some years,29 the need for technicians to work with
them will probably rise further. The current shortage of scientists
and engineers has given renewed impetus to the trend, notable
during World War II, toward greater use of technicians. In some
cases scientific jobs are being diluted and broken-down so that
technicians may be used for some specialized activity. If the
shortage of scientific personnel continues, alert management will
probably
26 Business Week, Feb. 9,1952, pp. 46-48.27 For information
concerning opportunities for women in scientific and re
lated occupations, see The Outlook for Women in Science,
Bulletin No. 223, vols. 1-8, U. S. Department of Labor, Womens
Bureau, 1948-49. (Available from the Superintendent of Documents,
U. S. Government Printing Office, Washington 25, D. C.)
28 See Civil Service Commission, Federal Job Opportunities
Throughout the United States, Announcement No. 2280, May 1952.
Information on job openings in the Government may be obtained from
State and local governments and from the U. S. Civil Service
Commission, Washington 25,D. C. Announcements of Federal job
openings are often posted in local post offices.
See Occupational Outlook Handbook, Bulletin No. 998, Bureau of
Labor Statistics, U. S. Department of Labor, 1951, pp. 79-83.
Available from Superintendent of Documents, U. S. Government
Printing Office,Washington 25, D . C. Price $3.
employ additional technicians in order to make more efficient
use of their professional employees.
The need for better utilization of fully trained professional
personnel is receiving recognition from many sources, and, to this
end, the employment of greater numbers of technicians is
recommended. In line with this trend a writer has noted: It seems
to me that we have been giving thousands and thousands of young men
a 4-year training in the fundamentals of engineering at
considerable expense to them, and then putting a great many of them
in jobs that could be done as well by people with a fraction of
their training. 30 It has also been suggested that we could expand
our research programs if we adopted the European method of research
which employs many more assistants as aids to the
professionals.31
It is expected that the greatest demand for technicians in the
next few years will be in the defense-related industries. The
electronics industry, for example, will need more technicians to
aid in the manufacture and servicing of electronic equipment
important in military operations. Employment in aircraft
manufacturing, where draftsmen and many other technicians are
already reported to be in short supply, is still expanding. Current
production schedules call for a continued increase in defense
output through the middle of 1953 and for a very high level of
production for several years thereafter. Other industries important
in defense-connected research and production, such as the machine
tool, industrial chemicals, and petroleum industries, are therefore
expected to need additional technicians.
The announcement in April 1952, by the Federal Communications
Commission, that 2,053 new television stations would be allowed to
open will further intensify shortages of trained electronic
technicians, because sizable numbers will be needed to maintain and
service the additional stations when they are established.
The supply of well-trained or experienced technicians available
in the near future will probably not be sufficient to meet the
above-described demands. Because of the wide variety of sources
from which industrial technicians may be recruited, it is
impossible to estimate the supply of workers
30 Mitchell, Don C., 'Engineering Manpower for Industry, The
Journal of Engineering Education, vol. 42, No. 3, (November 1951),
p. 134.
31 Morris, H. E., Problems in Utilizing Technical Personnel,
Journal of College Placement, vol. 12, No. 3, (March 1952), p.
34.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
18 EMPLOYMENT OUTLOOK FOR TECHNICIANS
available at any time or likely to become available in the
future. However, placement officers of technical institutes and
junior colleges report that they have many more calls for their
graduates than can be filled. Also, there probably will be fewer
new entrants from other sources than in times when the general
employment situation is less favorable.
Employment of technicians is likely to continue to expand over
the long run. Some of the factors which are expected to affect
favorably the longterm employment for technicians are the general
advance of scientific knowledge and its practical application in
industrial operations, and the increasing use of technically
trained personnel in sales jobs, supervisory jobs, and other types
of work. Further, it is probable that high levels of expenditures
for research and development will persist over the long run. More
and more companies are establishing research programs and existing
programs are being expanded to meet the strong competition in
developing new products and processes. Furthermore, in view of the
long period of defense mobilization which appears to lie ahead of
us, it is probable that expenditures for this purpose will continue
at a high level. The demand for research personnel therefore will
be high. If the trend toward greater use of technical
workers continues (see chart), employment prospects for
technicians in laboratories will be good. In addition to new
positions created by growth in the field, many employment
opportunities for technicians will occur each year because of
deaths, retirements, or transfer of experienced workers.
The number of job openings available to technicians over the
long run, however, will reflect the general economic situation. If
international conditions should improve and the defense program
should be cut, the demand for technicians would be reduced.
Furthermore, technicians face special competitive problems when
jobs become scarce, because they are in occupations which can be
filled by persons with a wide variety of backgrounds. In the past,
during periods of considerable unemployment, the most serious
contenders for technician jobs have been the professional workers.
In such periods, employers are more selective because they can hire
highly trained employees at the salaries of lesser trained workers.
The possibility of greater flexibility and broader background from
the 4-year college graduate may influence the employers preference.
The technician, then, would be well advised to consider taking
additional courses of a general nature, as well as specialized
courses in his field, to better prepare himself to meet
competition,
Earnings
Private Industry
Information on the earnings of some types of technicians,
including draftsmen, is available from a number of surveys in
different industries and localities, though no nationwide studies
have been made of technicians pay.
Draftsmen.The job of tracer is the usual entrance position in
the draftsman category. In 12 cities covered by Bureau surveys in
1951-52, tracers had average straight-time weekly earnings ranging
from $47.00 in the Newark-Jersey City area to $63.50 in Detroit
(table 3).
Junior draftsmen, the group at the next higher level of skill,
tend to earn considerably more than tracers in the same city. In
the Newark-Jersey City area, for example, their average straight-
time weekly pay was $63.00; in Detroit, it was
$72.50. Altogether, information on earnings of junior draftsmen
was collected in 26 cities, many more than were covered by the data
for tracers. In these cities, the range in average earnings for
workers in junior positions was from $48.00 in Richmond to $72.50
in Detroit. The higher earnings received by more highly skilled
workers who are classed as draftsmen and chief draftsmen, are shown
in table 3.
Laboratory assistants in the industrial chemicals industry.Male
laboratory assistants in this industry had average straight-time
hourly earnings of $1.77 in late 1951 (or $70.80 for the 40-hour
workweek customary in industry), according to a survey of 244
plants.32 The much smaller number
32 U. S. Department of Labor, Bureau of Labor Statistics, Wage
Structure-Industrial Chemicals, Series 2, No. 87, October-November
1951. Available upon request as long as supply lasts.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
EARNINGS 19
T able 3.Average straight-time weekly earnings for male
draftsmen in selected metropolitan areas, June 1951- January
1952
Region and area Tracers
New England:Worcester, Mass_______________Providence, R. I_____
_______Bridgeport, Conn _______ .Hartford, Conn_______________
$48.50
Middle Atlantic:Buffalo, N. Y _________________Rochester, N .
Y.__ ___ ______Newark-Jersey City, N . J____ 47.00
48.5061.00
Philadelphia, Pa.-Camden, N . J. Pittsburgh,
Pa________________
East North Central:Cleveland, Ohio_______________Dayton, O h
io_________ _ _____Indianapolis, Ind__________ 56.00
63.50Detroit, Mich_________________
West North Central:Minneapolis-St. Paul, M inn___Kansas City, M
o___ __ _____ 56.50
49. 50
48.00
St. Louis, M o_________________
South Atlantic:Baltimore, M d______ _____ _ _.Richmond,
Va_________________
East South Central:Memphis, Tenn______________
West South Central:New Orleans, La_____ ______Oklahoma City,
Okla. - _____Dallas, Tex____________ _______Houston,
Tex_________________
Mountain:Salt Lake City, Utah________ _
52.00
Pacific:Seattle, W a sh ________________ 62.50Portland, Oreg _
__ __ _______Los Angeles, C alif.____________ 57.50
Juniordraftsmen
Draftsmen
Chiefdraftsmen
$58.50 $73.50 $116.0058.00 72.00 84. 5062.50 83.50 112. 5058.50
77.50 97.00
66.50 86.50 104.5069.50 81.50 103.5063.00 85.50 113.0068.00
86.50 113.5071.50 90.50 139.50
68.50 84.50 105.0067.50 89. 00 109.5064.00 85.00 101.0072.50
98.50 129. 00
54.00 72.50 92.5065.50 74.00 90.0058.50 78.50 103.00
49.50 76.50 109. 5048.00 75.50
60.00 65.50 95.00
74.5062.50 76.0049.50 72.50 90.5056.00 80.50 97. 00
65.00 78.00
70.50 82.50 98.5060.00 78.00 102. 5068.00 92.50 123. 50
Source: U. S. Department of Labor, Bureau of Labor Statistics,
Community Wage Surveys.
of women laboratory assistants had average earnings of $1.58.
Average earnings for men varied from $1.48 in New England to $1.87
in the Southwest. Laboratory assistants in large plants (more than
500 workers) earned 28 cents more an hour, on the average, than
workers in smaller establishments.
Broadcasting engineers and technicians.'Radio and television
broadcasting stations represent one of the employment fields for
men trained as electronic technicians. In this field, the highest
paid men are those employed by the networks and their key stations.
Their average full-time earnings were more than $120 a week in
October 1950, according to a study made by the Bureau in
cooperation with the Federal Communications Commission (table 4).
In other stations with 15 or more employees, the studio engineers
and technicians with first-class radio-telephone licenses were the
best paid group; their average pay was
$88 a week. Studio engineers without such licenses averaged
$79.50 a week in the stations not operated by networks; and
transmitter engineers and technicians with first-class licenses had
average earnings of $74 a week in independent stations.
T able 4.Average weekly hours and earnings of selected full-time
employees in radio and television stations with 15 or more
employees, October 1950
Occupation and employerNumber
of employees
Averageweeklyhours
Averageweekly
earnings
Studio engineers and technicians:With first-class
radio-telephone licenses.
In network stations 1 __________ _3,218
72942.544.0
$95.50 121.00
In independent stations______ _ 2,489 42.0 88.00Without
first-class radio-telephone li
censes. _ _ _ _____ ______ _ _ _ 1,378 624
43.5 100.00In network stations 1____ ___ _ 44.5 124.50In
independent stations____ _____ 754 43.0 79.50
Transmitter engineers and technicians:With first-class
radio-telephone licenses .
In network stations 1____________3,404
23142.041.5
77.50122.00
In independent stations............ ......... 3,173 42.0
74.00Without first-class radio-telephone li
censes. . __________ ___________ . . 41 41.0 67.00In network
stations 1___ _______ . 6 (2)
41.0(2)62.50In independent stations___________ 35
1 Includes networks and their owned and operated stations.2
Insufficient data to warrant presentation.Source : U. S. Department
of Labor, Bureau of Labor Statistics in cooper
ation with Federal Communications Commission, Average Hours,
Earnings, and Employm ent, Radio and TV Broadcasting Industry,
October 1950, table 4, p. 4.
Engineers in stations with fewer than 15 employees are known to
have lower earnings, though recent figures are not available on
their pay. In examining the earnings figures in table 4,
prospective technicians should realize that inexperienced men
ordinarily must first attain experience in small stations before
they can qualify for employment in the larger ones.
Technical institute and junior college graduates. Further
information on technicians pay is available from studies of the
earnings records of graduates of several technical institutes and
the technical divisions of junior colleges.
Nearly two-thirds of the reporting 1950 graduates of the Long
Island Agricultural and Technical Institute were making $50 or more
a week within 6 months after graduation, according to a survey
conducted by the Institute as of December 1, 1950.33 * One out of
every four members of this graduating class reported a weekly wage
of $60 or more. Among the reporting graduates of the class of 1948,
the large majority (71 percent) were making $60 or more a week at
the time of the survey (table 5).
33 State University of New York, Long Island Agricultural and
Technical Institute, Report on Placement and Progress of Graduates,
Industrial-Technical Division, Farmingdale, N . Y., 1951.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
20 EMPLOYMENT OUTLOOK FOR TECHNICIANS
T able 5. Percent distribution of 501 technical institute
graduates, by weekly salary, December 1950
Percent of graduates in
Weekly salaryClass of
1948Class of
1949Class of
1950
$30-$39______________ . _ _ _ _ 1 2 440-49_____________________
5 16 3250-59_______________ 23 40 4060-69________________ 36 24
1970 and over______ . _____ .__ ____ __ _ 35 18 5
Total________ 100 100 100
Number reporting 1________ _____________ 167 149 185
1 Seventy-five percent of the class of 1948,88 percent of those
who graduated in 1949, and 90 percent of the graduates of 1950
reported their wage group as of December 1,1950.
Source: State University of New York, Long Island Agricultural
and Technical Institute, Report on Placement and Progress of
Graduates, Industrial-Technical Division, Farmingdale, N . Y.,
1951.
Graduates of the 1949-50 class in advanced technology at the RCA
Institutes of New York City had an average weekly salary of
approximately $59 as of September 30, 1950.34 About 70 percent of
these graduates were in the following six occupations which are
included among or closely related to those covered by this study:
junior engineer, laboratory technician, transmitter engineer
(radio), TY technician (production), TY final tester (production),
and instructor. These graduates had approximately the same average
weekly salary as all members of their class.
The increase in earnings enjoyed by many technicians as they
gain experience, as indicated in other follow-up studies (see table
5), is also
3*RCA Institutes, Inc., Report on Job Placement of Graduates for
School Year 1949-50, New York, N. Y., October 31,1950.
suggested by a 1947 survey by the New Haven YMCA Junior
College.35 The median annual salary of graduates who had
specialized in mechanical and electrical technology and who had
been out of college more than 10 years was $4,830. This figure was
nearly two-thirds higher than the median salary figure for
graduates in electrical technology from 5 through 9 years after
graduation, and about one-third higher than that for graduates in
mechanical technology at this earlier period in their careers.
Federal Government
The Federal Government classifies technician jobs, as it does
other positions, according to the kind of work performed and in
grades based on the qualifications required and the difficulty and
responsibility of the work. In general, technicians with 2 years of
appropriate post-high-school training or experience can begin in
jobs classified in grades 3 or 4 and may progress through grade 7
(appendix E). A few, who advance to supervisory positions, may
attain higher grades.
Scheduled gross annual salary rates for grades 3 through 7,
which have been in effect since July 1951, follow:
Grade Salary rangeG S-3___________________________ $2,950 to
$3,430G S-4__________________________ 3,175 to 3,655G
S-5__________________________ 3,410 to 4,160G
S-6__________________________ 3,795 to 4,545G
S-7__________________________ 4,205 to 4,955
35 New Haven YMCA Junior College, Our Graduates and What They
DoA Follow-Up Study, New Haven, Conn., March 1947.
T able 6.Percent distribution by grade, and average annual
salary of Federal Government employees in selected
technicianoccupations, June 30, 1951
Occupational groupTotal all grades Grade Average
annualsalaryNumber Percent 1 2 3 4 5 6 7 8 9 10-13
Total________ _________________ i 27,813 100.0 1.9 8.0 12.5 18.7
19.3 15.8 16.5 0.7 5.0 1.6
Engineering a id 2____________________ 10,812 100.0 1.7 9.7 14.2
24.1 19.1 15.4 14.6 .2 .7 .3 $3, 315Surveying and cartography
3_________ 4,434 100.0 3.9 9.3 16.9 14.1 19.8 9.4 11.4 2.7 8.9 3.6
3,489Engineering drafting *_______________ 6,750 100.0 1.9 7.0 8.8
13.6 22.4 22.7 18.7 .6 3.8 .5 3,509Physical-science aid
5________________ 3,061 100.0 1.3 9.0 18.5 31.8 22.8 8.0 7.7 .2 .4
.3 3,198Electronic technician6______ 2,756 100.0 .1 .4 1.1 2.7 7.7
19.0 36.3 .9 24.3 7.5 4,255
1 Excludes 623 employees for whom grade is not given.2 Includes
engineering aids and student-aid trainees.3 Includes cartographic
aids, student-aid trainees, and some professional cartographers in
grades 9 and above. Includes draftsmen (patent! and engineering
draftsmen.5 Includes scientific aids (cotton), scientific aids,
(nautical), student-aid trainees, computers, and physical-science
aids.6 Includes electronic technicians and laboratory electronic
mechanics.Source: Bureau of Labor Statistics and Civil Service
Commission, BLS Bulletin No. 1117, Federal White-Collar Workers,
Their Occupations and Salaries,
June 1951, in process.
Digitized for FRASER http://fraser.stlouisfed.org/ Federal
Reserve Bank of St. Louis
-
EARNINGS 21
Employees generally start at the minimum rates. Those who
perform their jobs satisfactorily are given annual increases of $80
in the lower grades and $125 in grades 5 through 7, up to the
indicated maximum rates. Employees with many years of service
receive additional longevity increases.
Table 6 shows the distribution of Federal employees by grade,
for the occupational groups most closely related to those covered
in this report. Although the table shows employees in grades 1
through 13 for these occupations, the lower grades (1 and 2) and
the grades above 7 generally are considered to apply to job levels
outside the scope of this report. More than 80 percent of all the
workers in the five selected occupational groups were classified in
grades 3 through 7. The salary rates in effect on June 30, 1951
(the date of the survey on which table 6 is based) were about 10
percent lower than the rates given above, which became effective
July 8, 1951.36
The largest percentage (24.1) of all engineering aids were in
grade 4 as of June 1951 and were earning between $2,875 and $3,355
a year, depending mainly on length of servic